Circulation of knowledge and power in the school body
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Keywords
Archeology, body, curriculum, discourse, power, knowledge, truth
Abstract
This article focuses its interest based on the reflections of Michel Foucault in greater preponderance and Basil Bernstein in less preponderance, around knowledge and power and their relationship in school through discourse and its impact on the school subject. , in what would be an archeology of knowledge in the body and in its government as a principle of truth.
References
Foucault, Michel. (1978). Microfísica del Poder. Madrid, España. La piqueta.
Foucault, Michel. (1981). Vigilar y castigar. México. Siglo XXI.
Foucault, Michel. (1983). La arqueología del saber. México. Siglo XXI.
Foucault, Michel. (1983). El orden del discurso. Barcelona, España. Tusquets.
Foucault, Michel. (1984). Un diálogo sobre el poder. Madrid, España. Alianza.
Foucault, Michel (1994). Dits et Ecrits. (1970-1975). Tomo II. Paris, France. Gallimard.
Kuhn, T.S. (1982). La estructura de las revoluciones científicas. México. Fondo de Cultura Económica.
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Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Mario Germán Gil Claros, Ibero-American Pedagogy Network, Redipe- Colombia
PhD in Philosophy. University professor, director of research at Redipe. Leader of the research group Redipe: education, epistemology and philosophy, Colciencias-Colombia. Academic pair from Colciencias. Director of Research at Red Iberoamericana de Pedagogía, Redipe